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Masters in Teaching and Learning, DKIT Masters in Teaching and Learning, DKIT 4-3-2011 4-3-2011 Marian McCarthy, Ionad Bairre, TLC , UCC, Cork Marian McCarthy, Ionad Bairre, TLC , UCC, Cork
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Masters in Teaching and Learning, DKIT Masters in Teaching and Learning, DKIT 4-3-20114-3-2011Marian McCarthy, Ionad Bairre, TLC , UCC, CorkMarian McCarthy, Ionad Bairre, TLC , UCC, Cork
The Project Zero Exercise:The Project Zero Exercise: Think about the following questions: Think about the following questions:
on your own and then with a partneron your own and then with a partner What do I understand really well?What do I understand really well? How did I come to that understanding? How did I come to that understanding? How do I know I understand it? How do I know I understand it?
Feedback : group response and Feedback : group response and discussiondiscussion
What do you understand really well?
Lack of sleep Industry background
(hotels) Sports development Student engagement Work in my own
business (flavours) tiling Interaction of
disciplines for building services
Quality gurus
Role of DNA in our cells Golf Map & compass Empathy with students Business plans Time Newtons second law Attachment theory How to write chinese
characters singing
What do you understand really well?
Building control regulations Fly fishing How to motivate my children Bandaging animals How to get a blood sample from a dog Lipid nutrition How to cook a roast dinner Knitting Baking Hurling Electronics
How did you come to that understanding?
By catching fish Training &practice Experience Problem solving Learn first
(studying), then understood then apply (doing it)
Playing in competitions
Other styles of singing
Being given out to ! Having to use
times/deadlines Trying to explain it
to others Performance –
doing something under pressure
Watching someone else
Trial & error
How did you come to that understanding?
Having a curiosity for the topic
Listening Finding time for the
topic Being aware of how you
are behaving Discussing with your
peers Multiple tasks Being taught by someone
with more experience
Teaching some one else to help you understand it better
Feedback & experience Experimenting Being assessed, looking
at something from a different perspective
Crisis management Making mistakes Good teacher
How do you know you understand it?
Clean plates ! Present situations to
students Trained people and
give them key lessons Handicap comes down
, seen as an expert ! Sales Apply it successfully,
don’t get lost !
Ask the critical questions Read the water /river Response from people Asked to produce
something for someone else
Want to improve it and you can evaluate it
Failure Experience from the
failure Predict & anticipate Can answer questions
Implications
Applying practice and feedback , assessment & reward
Takes time, need to put effort into it Not linear Stop & think Constantly ongoing Perseverance Let your guard down Dynamic & diverse ways of learning
Implications for how we know we understand
Flexible & read the class Creative Different ways of assessing the class You assume they know it Treat them as experts – let them self
assess Challenge them Work placement Presentations in class Get students to teach part of the class
MMc-Reflective Questions :MMc-Reflective Questions : What kind of a process is learning in What kind of a process is learning in
the above? the above? What does understanding look like?What does understanding look like? What are the implications of this What are the implications of this
exercise for how we teach? exercise for how we teach? What are its implications for how our What are its implications for how our
students learn? students learn?
Knowledge, skill and understanding Knowledge, skill and understanding are the stock in trade of education- are the stock in trade of education- What conception of these underwrites What conception of these underwrites what happens in schools?what happens in schools?
Knowledge is information on tapKnowledge is information on tap Skills are routine performances on tapSkills are routine performances on tap But understanding calls for more than But understanding calls for more than
reproduction or routine reproduction or routine
““Understanding is a matter of being able Understanding is a matter of being able to do a variety of thought-demanding to do a variety of thought-demanding things with a topic – like explaining, things with a topic – like explaining, finding evidence and examples, finding evidence and examples, generalising, applying, analogising, and generalising, applying, analogising, and representing the topic in a new way. representing the topic in a new way. Understanding is being able to carry out a Understanding is being able to carry out a variety of “performances” that show one’s variety of “performances” that show one’s understanding of a topic and at the same understanding of a topic and at the same time, advance it”.time, advance it”.
D. Perkins and T. Blythe, “Putting Understanding Up D. Perkins and T. Blythe, “Putting Understanding Up Front” in Front” in Educational LeadershipEducational Leadership, 1994., 1994.
Understanding is the ability to think Understanding is the ability to think and act flexibly with what one knows.and act flexibly with what one knows.
An understanding of a topic is a An understanding of a topic is a “flexible performance capability”“flexible performance capability”
learning for understanding is like learning for understanding is like learning a flexible performance- learning a flexible performance- learning to hold a good conversation, learning to hold a good conversation, to improvise jazz- rather than rote to improvise jazz- rather than rote learning learning
Learning facts can be a crucial Learning facts can be a crucial backdrop to learning for understanding, backdrop to learning for understanding, but learning facts is not learning for but learning facts is not learning for understandingunderstanding
This performance view of understanding This performance view of understanding contrasts with the prominent contrasts with the prominent representational/mental image view of representational/mental image view of understandings as things possessed, understandings as things possessed, rather than performance capabilitiesrather than performance capabilities
In casual speech, phrases like “I see In casual speech, phrases like “I see what you mean”, “I see the point”, “I what you mean”, “I see the point”, “I see through you”, “I see the answer” see through you”, “I see the answer” testify to a firm link in folk psychology testify to a firm link in folk psychology between perception and between perception and understanding. Therefore, understanding. Therefore, understanding- as- seeing requires understanding- as- seeing requires achieving a mental representation that achieving a mental representation that captures what is to be understood. captures what is to be understood.
Understanding lies in possession of the Understanding lies in possession of the right mental structure or right mental structure or representation. Performances are part representation. Performances are part of the picture but simply in of the picture but simply in consequence of having the right consequence of having the right representation. A flexible performance representation. A flexible performance capability is a symptom. It does not capability is a symptom. It does not constitute the understanding but simply constitute the understanding but simply signals possession of an appropriate signals possession of an appropriate image.. image..
Understanding is seen as lying in the Understanding is seen as lying in the performance capability itself, which performance capability itself, which depending on the case may or may not depending on the case may or may not be supported by representationsbe supported by representations
Understanding performances go beyond Understanding performances go beyond rote and routine- they challengerote and routine- they challenge
They do not undermine the importance They do not undermine the importance of basic knowledge and skill-we need of basic knowledge and skill-we need these these
We can have a mental model of We can have a mental model of something without understanding itsomething without understanding it
A mental model is not enough for A mental model is not enough for understanding simply because it does understanding simply because it does not do anything by itselfnot do anything by itself
For performances that show For performances that show understanding a person must operate understanding a person must operate on or with a model-must manipulate on or with a model-must manipulate and interpret it =runnable and interpret it =runnable
No one views acquiring a complex No one views acquiring a complex performance as a matter of “getting it”performance as a matter of “getting it”
Performances acquire attention, Performances acquire attention, practice, refinement. practice, refinement.
Performances involve multiple aspects Performances involve multiple aspects that need careful and artful that need careful and artful coordination.coordination.
Developing understanding = attaining a Developing understanding = attaining a repertoire of complex performances repertoire of complex performances
Attaining understanding is less like Attaining understanding is less like acquiring something and more like acquiring something and more like learning to act flexiblylearning to act flexibly
in this model, teachers less in the role in this model, teachers less in the role of informers and testers and more in of informers and testers and more in that of facilitators or coaches. Their that of facilitators or coaches. Their challenge is one of choreographing challenge is one of choreographing performance experiences that performance experiences that constantly extend understanding constantly extend understanding
Though teachers acting in the Though teachers acting in the performance model may well give performance model may well give a lecture or grade a test, these are a lecture or grade a test, these are supportive, not central, activities.supportive, not central, activities.
The main agenda is arranging, The main agenda is arranging, supporting, and sequencing supporting, and sequencing performances of understanding. performances of understanding.
Central to the Central to the disciplinediscipline
Exciting to students Exciting to students and teachersand teachers
Accessible to Accessible to students students
Multiple Multiple connections, think connections, think points and entry points and entry points points
These topics give These topics give you the big picture - you the big picture - the key ideas in the key ideas in your field around your field around which lessons can which lessons can be organisedbe organised
History: RevolutionHistory: Revolution English:StereotypesEnglish:Stereotypes Science: EvolutionScience: Evolution Business: Money Business: Money
Publicly state what Publicly state what teachers want teachers want students to students to understandunderstand
State as explicit State as explicit statements or open statements or open ended questionsended questions
Explicitly link to Explicitly link to UP’s and UP’s and assessment assessment
Science: “Students Science: “Students will understand will understand why some things why some things sink and others sink and others float”float”
Democracy: Democracy: “Students will “Students will understand the understand the relationship relationship between rights and between rights and responsibilities”responsibilities”
Active engagement Active engagement by students that by students that develops and develops and demonstrates demonstrates understanding of understanding of one or more goalsone or more goals
varied, complex and varied, complex and often collaborativeoften collaborative
sequenced purposefullysequenced purposefully
These challenge These challenge students’ students’ misconceptions, misconceptions, stereotypes, and stereotypes, and rigid thinkingrigid thinking
DTS: Build a character DTS: Build a character sketch of X in a key sketch of X in a key scene, focusing on scene, focusing on props, costume props, costume design, set design and design, set design and lighting. lighting.
Clear,public criteria Clear,public criteria tied to U Goalstied to U Goals
Formal and informal Formal and informal assessment tied to assessment tied to each performanceeach performance
Varied sources: self, Varied sources: self, peer, teacherspeer, teachers
Indicates progress Indicates progress and informs and informs planningplanning
Any discipline: Any discipline: “Students brainstorm “Students brainstorm a list of questions a list of questions about a particular about a particular topic, before they topic, before they begin to study it. They begin to study it. They review the list review the list regularly and identify regularly and identify which questions they which questions they have answered”. have answered”.
““At first glance the framework seems simple and At first glance the framework seems simple and rather obvious. Five years of collaborative rather obvious. Five years of collaborative research have demonstrated that this framework is research have demonstrated that this framework is more subtle than it first appears. Teachers who more subtle than it first appears. Teachers who have used the framework to structure extended have used the framework to structure extended enquiry about their practice have found that it enquiry about their practice have found that it stimulates them to learn more about their subject stimulates them to learn more about their subject matter, their students and their assumptions about matter, their students and their assumptions about learning even as it guides them to make profound learning even as it guides them to make profound changes in the way they plan, conduct, and assess changes in the way they plan, conduct, and assess their work with students”. (M. Stone Wiske, their work with students”. (M. Stone Wiske, Teaching for Understanding; Linking Research Teaching for Understanding; Linking Research with Practicewith Practice Jossey Bass 1998) Jossey Bass 1998)
Knowledge: ( What ?) What questions do experts ask?
What do they need to know about?
Methods: (How?) How do experts find out?
Purposes (Why?) Why do they do what they do? What is the goal?
How do experts use what they know?
Forms (How Expressed?) How do experts communicate?
What are the tools of the discipline?
PEDAGOGICAL PEDAGOGICAL FRAMEWORK FRAMEWORK
Generative Topics: central, Generative Topics: central, accessible, exciting, accessible, exciting, making multiple making multiple connections connections
Understanding Goals: Understanding Goals: public, interrogative, public, interrogative, holistic and specific – the holistic and specific – the big picture big picture
Performances of Performances of Understanding –what the Understanding –what the students do to demonstrate students do to demonstrate and develop understandingand develop understanding
Ongoing assessment : Ongoing assessment : continuous feedback to continuous feedback to students students
DISCIPLINARY FRAMEWORK DISCIPLINARY FRAMEWORK – THE DIMENSIONS OF – THE DIMENSIONS OF UNDERSTANDING UNDERSTANDING
Knowledge – conceptual Knowledge – conceptual frameworks of the frameworks of the discipline discipline
Method – how experts think Method – how experts think in the discipline in the discipline
Purpose – why this topic is Purpose – why this topic is worth studying – ownership worth studying – ownership
Form – how understanding Form – how understanding is represented is represented
““Pedagogical content Pedagogical content knowledge” knowledge”
TfU fuses the two TfU fuses the two SoTL lens- grammar of SoTL lens- grammar of
practice practice
TFU AND SOTL TFU AND SOTL EMBEDDING SOTL IN EMBEDDING SOTL IN THE CULTURE - THE CULTURE -
TfU as sotl process : TfU as sotl process : It has all the rigour of good It has all the rigour of good
curriculum design and its curriculum design and its focus on student learning focus on student learning
The focus is on active The focus is on active learning and student learning and student performance/doing to performance/doing to demonstrate and develop demonstrate and develop understanding understanding
Methods of assessment Methods of assessment provide raw data for faculty provide raw data for faculty re their student learning – re their student learning – and for me and for me
It helps faculty to develop a It helps faculty to develop a language of practice – the language of practice – the naming of parts naming of parts
Developing a community of Developing a community of practice practice
Building trust and security Building trust and security over time over time
Creating opportunities for Creating opportunities for discussion and reflection at discussion and reflection at each sessioneach session
Providing food for thought Providing food for thought Aligning assessment with Aligning assessment with
SoTLSoTL Providing opportunities for Providing opportunities for
teachers to publish and to teachers to publish and to gain recognition gain recognition ( President’s Awards, NAIRTL ( President’s Awards, NAIRTL grants and publications and grants and publications and international conferences )international conferences )
Bernstein, D., Burnett, A., Goodburn, A & Savory, P. (2006). Bernstein, D., Burnett, A., Goodburn, A & Savory, P. (2006). Making Teaching Making Teaching and Learning Visible: Course Portfolios and the Peer Review of Teachingand Learning Visible: Course Portfolios and the Peer Review of Teaching. . Bolton, MA: Anker Publishing Co. Bolton, MA: Anker Publishing Co.
Blythe, T. (1999) Blythe, T. (1999) The Teaching for Understanding Guide The Teaching for Understanding Guide Cross, K. P. (1996). Cross, K. P. (1996). Classroom Research: Implementing the Scholarship of Classroom Research: Implementing the Scholarship of
Teaching. Teaching. San Francisco: Jossey- Bass. San Francisco: Jossey- Bass. Hetland, L. (2002). Introduction to TfU video resources, Harvard: Project Zero Hetland, L. (2002). Introduction to TfU video resources, Harvard: Project Zero
Classroom, 1-5. Classroom, 1-5. Hutchings, P. (ed.), (1998a). Hutchings, P. (ed.), (1998a). The Course Portfolio: How Faculty Can Examine The Course Portfolio: How Faculty Can Examine
Their Teaching to Advance Practice and Improve Student LearningTheir Teaching to Advance Practice and Improve Student Learning, , Washington, DC: American Association for Higher Education (AAHE). Washington, DC: American Association for Higher Education (AAHE).
McKinney, K. (2004). The scholarship of teaching and learning: Past lessons, McKinney, K. (2004). The scholarship of teaching and learning: Past lessons, current challenges and future visions, in C. Wehlburg & S. Chadwick- Blossey current challenges and future visions, in C. Wehlburg & S. Chadwick- Blossey (eds.) To Improve the Academy: Vol 22. Resources for Faculty, Instructional (eds.) To Improve the Academy: Vol 22. Resources for Faculty, Instructional and Organizational Development (pp.3- 19). Bolton, MA: Anker. and Organizational Development (pp.3- 19). Bolton, MA: Anker.
McKinney, K. & Jarvis, P. (2009) Beyond lines on the CV: Faculty applications McKinney, K. & Jarvis, P. (2009) Beyond lines on the CV: Faculty applications of their SoTL research. IJSoTL, Vol.3. No 1.of their SoTL research. IJSoTL, Vol.3. No 1.
Shulman, L (2004) Shulman, L (2004) Teaching as Community Property: Essays on Higher Teaching as Community Property: Essays on Higher Education Education
Wiske, M. (1998) Wiske, M. (1998) Teaching for Understanding: Linking Research with Practice Teaching for Understanding: Linking Research with Practice
